Numeracy
Our year 1 learners develop their number knowledge. The focus on this level is developing mathematical vocabulary, number recognition and developing their understanding of what these concepts mean. They are able to apply mathematical thinking to their play.
Maths in year 1 classrooms includes a daily number study, and exploration of number concepts through play.
Numeracy from year 2 up is a combination of learning about number concepts and strand maths such as statistics, measurement and geometry. Maths is learnt through a mix of guided small group instruction and whole class lessons. Maths concepts are also learnt through experiential learning, including practical problems and topic work. Children develop skills such as problem solving, questioning, logic and reasoning along with growing their knowledge of basic mathematical facts.
Home learning consists of basic facts practice
Our year 1 learners develop their number knowledge. The focus on this level is developing mathematical vocabulary, number recognition and developing their understanding of what these concepts mean. They are able to apply mathematical thinking to their play.
Maths in year 1 classrooms includes a daily number study, and exploration of number concepts through play.
Numeracy from year 2 up is a combination of learning about number concepts and strand maths such as statistics, measurement and geometry. Maths is learnt through a mix of guided small group instruction and whole class lessons. Maths concepts are also learnt through experiential learning, including practical problems and topic work. Children develop skills such as problem solving, questioning, logic and reasoning along with growing their knowledge of basic mathematical facts.
Home learning consists of basic facts practice
Literacy
Our year 1 classes learn through a structured literacy approach. The focus is on developing phonological knowledge in a sequenced way that provides learners with a strong foundation for when they begin to learn to read.
From year 2 our learners develop their reading and writing ability through guided instruction, shared learning experiences and independent practice.
Home learning consists of home reading practice, and high frequency/spelling words. All children will bring home books to read each week. Repetition is very important when learning to read so junior children (year 2-3) will usually bring home 2-3 books per week that they will read several times over the week. Senior children (year 4-6) will usually bring home school journals or similar where they will have choice of reading material.
Our year 1 classes learn through a structured literacy approach. The focus is on developing phonological knowledge in a sequenced way that provides learners with a strong foundation for when they begin to learn to read.
From year 2 our learners develop their reading and writing ability through guided instruction, shared learning experiences and independent practice.
Home learning consists of home reading practice, and high frequency/spelling words. All children will bring home books to read each week. Repetition is very important when learning to read so junior children (year 2-3) will usually bring home 2-3 books per week that they will read several times over the week. Senior children (year 4-6) will usually bring home school journals or similar where they will have choice of reading material.
Learning through play
Learning through play at Rutherford follows the principals of experiential learning opportunities. Play based learning is structured and links to other learning in the class.
In our year 1 classes children are invited to engage in purposefully created and structured invitations to play throughout the day when they are not engaged in guided instruction. All invitations to play have a rich learning purpose and provide children with the opportunity to develop their key competency skills. Every invitation has either a literacy or numeracy opportunity where children can apply these skills in context. Every junior classroom also timetables structured learning through play time, when the teacher can carefully observe the development skills taking place and extend the learning.
Our year 2/3 classes employ a playful approach to their learning. This includes student choice of independent activities and carefully structured hands on experiential learning that contain the characteristics of play (exploration, problem solving, collaboration, communication, imagination, self-directed, rules created by participants, process orientated).
Our senior school classes use a guided inquiry model where children are able to explore a range of topics. These children engage in experiential learning.
Learning through play at Rutherford follows the principals of experiential learning opportunities. Play based learning is structured and links to other learning in the class.
In our year 1 classes children are invited to engage in purposefully created and structured invitations to play throughout the day when they are not engaged in guided instruction. All invitations to play have a rich learning purpose and provide children with the opportunity to develop their key competency skills. Every invitation has either a literacy or numeracy opportunity where children can apply these skills in context. Every junior classroom also timetables structured learning through play time, when the teacher can carefully observe the development skills taking place and extend the learning.
Our year 2/3 classes employ a playful approach to their learning. This includes student choice of independent activities and carefully structured hands on experiential learning that contain the characteristics of play (exploration, problem solving, collaboration, communication, imagination, self-directed, rules created by participants, process orientated).
Our senior school classes use a guided inquiry model where children are able to explore a range of topics. These children engage in experiential learning.
Te Reo me ngā ona tikanga
We are committed to being active partners of Te Tiriti ō Waitangi.
All of our classes operate at Level 4a of the Ministry of Education Te Reo and Tikanga Māori delivery model, which means that 3 hours per week of learning is in Te Reo Māori. At Rutherford, we incorporate this learning throughout our day. This includes greetings, whakatauki, karakia, waiata, instructions in Te Reo as well as some instruction during Kapa Haka time.
Kōtuku Rerengātahi is an extension program one day per week which operates at Level 3. Children in this program spend around 7 hours per week learning Te Reo Māori. This class uses mahi toi for tamariki to learn in a bilingual environment. Literacy, numeracy and other curriculum areas are integrated into a project based approach in this group.
We are committed to being active partners of Te Tiriti ō Waitangi.
All of our classes operate at Level 4a of the Ministry of Education Te Reo and Tikanga Māori delivery model, which means that 3 hours per week of learning is in Te Reo Māori. At Rutherford, we incorporate this learning throughout our day. This includes greetings, whakatauki, karakia, waiata, instructions in Te Reo as well as some instruction during Kapa Haka time.
Kōtuku Rerengātahi is an extension program one day per week which operates at Level 3. Children in this program spend around 7 hours per week learning Te Reo Māori. This class uses mahi toi for tamariki to learn in a bilingual environment. Literacy, numeracy and other curriculum areas are integrated into a project based approach in this group.
Positive Behaviour for Learning
Rutherford Primary School actively follows the positive behaviour for learning (PB4L) programme which uses a mixture of positive reinforcement and restorative justice practices as well as deliberate teaching and learning to encourage positive behaviour at school.
PB4L Initiatives
Restorative PracticeRutherford Primary is a Restorative Practice School
PB4L Restorative Practice is a relational approach, focussing on building and maintaining positive relationships across the school community.
It provides a framework for the school community to use best- practice, tools and techniques so mutual respect, inclusion, mana, and personal responsibility are maintained.
Rutherford Primary School actively follows the positive behaviour for learning (PB4L) programme which uses a mixture of positive reinforcement and restorative justice practices as well as deliberate teaching and learning to encourage positive behaviour at school.
PB4L Initiatives
- Expected behaviour is explicitly taught using the school values as a framework. Lessons are planned in response to evidence based observations and expectations are consistently clear
- Learners positive behaviours are frequently acknowledged with ‘bucket filling in the junior school and class reward systems in the middle and senior school’
- Children can earn caught being good tickets and go into the draw for a weekly prize.
- PB4L signage is visible around the school stating clear messaging for behaviour expectations
Restorative PracticeRutherford Primary is a Restorative Practice School
PB4L Restorative Practice is a relational approach, focussing on building and maintaining positive relationships across the school community.
It provides a framework for the school community to use best- practice, tools and techniques so mutual respect, inclusion, mana, and personal responsibility are maintained.
Extracurricular Activities
Extracurricular activities vary from year to year and are dependent on the capability and time capacity of the current staff to deliver them. This is an extra commitment for staff on top of a full days teaching. We are always keen to invite members of our school community to come and run events and programs at school. If you think you have something you can offer, please contact the school office at [email protected]
2024 Extra-curricular activities
Extracurricular activities vary from year to year and are dependent on the capability and time capacity of the current staff to deliver them. This is an extra commitment for staff on top of a full days teaching. We are always keen to invite members of our school community to come and run events and programs at school. If you think you have something you can offer, please contact the school office at [email protected]
2024 Extra-curricular activities
- Travelwise
- Road Patrol (Year 4 and above)
- Peer Mentors (Year 3)
- Kapa Haka
- Music - Student Band, Xylophone and Ukulele group.
- German
- Pasifika
- Eco Warriors
Sport
Year 4-6 children are able to participate in interschool sports competitions throughout the year. There are usually at least 1-2 sports each term. Sports on offer usually include;
Whole School Sports
Every year we hold a whole school athletics day and a whole school obby/cross country.
Regular physical activity is part of our everyday programs and all classes do a range of physical activities every week.
Year 4-6 children are able to participate in interschool sports competitions throughout the year. There are usually at least 1-2 sports each term. Sports on offer usually include;
- Basketball
- Netball
- Football
- Ki o Rahi
- Ultimate Frisbee
- Cricket
- Softball
- Rippa Rugby
Whole School Sports
Every year we hold a whole school athletics day and a whole school obby/cross country.
Regular physical activity is part of our everyday programs and all classes do a range of physical activities every week.
Digital Technologies at Rutherford
Digital Technologies is the purposeful teaching of computational thinking and the skills required to use digital tools to enhance learning opportunities and so tamariki develop the understanding that digital tools can be used to create content.
Use of Digital Tools at Rutherford
At Rutherford we believe in collaboration and therefore devices are used collaboratively. Rutherford is not a BYOD or 1:1 device school. The use of devices is balanced with other forms of tools in the classroom. Use of device time focuses mainly on creation of content as opposed to consumption of content.
Digital Technologies is the purposeful teaching of computational thinking and the skills required to use digital tools to enhance learning opportunities and so tamariki develop the understanding that digital tools can be used to create content.
Use of Digital Tools at Rutherford
At Rutherford we believe in collaboration and therefore devices are used collaboratively. Rutherford is not a BYOD or 1:1 device school. The use of devices is balanced with other forms of tools in the classroom. Use of device time focuses mainly on creation of content as opposed to consumption of content.
Other Learning Areas
All New Zealand teachers receive classroom release time each term. This time is used to work with small groups of children, complete testing, carry out observations and professional learning or to do research and professional reading. At Rutherford we use this time for children to learn with specialist teachers. Each term children have the opportunity to experience;
All New Zealand teachers receive classroom release time each term. This time is used to work with small groups of children, complete testing, carry out observations and professional learning or to do research and professional reading. At Rutherford we use this time for children to learn with specialist teachers. Each term children have the opportunity to experience;
- STEM (Science, Technology, Engineering, Maths)
- Music
- Environmental learning